Can Teacher Immediacy Reduce the Impact of Verbal Aggressiveness? Examining Effects on Student Outcomes and Perceptions of Teacher Credibility

Abstract

Prior research suggests that teacher immediacy potentially can subdue the adverse effects of negative teacher communication behaviors. This study explored the effects of teacher immediacy and verbal aggressiveness on student outcomes and perceptions of teacher credibility. The results suggest that, while high levels of immediacy and the absence of verbal aggression generate the highest student motivation, affective learning, and positive perception of classroom climate, teachers can use immediacy to reduce the negative effects of verbal aggression in the classroom. Findings also indicate that high amounts of verbal aggression can lead students to perceive teachers as less credible regardless of the teacher's use of immediacy.

Keywords:

• Classroom Climate
• Student Affective Learning
• Student Motivation
• Teacher Credibility
• Teacher Immediacy
• Teacher Verbal Aggressiveness

Additional information

Notes on contributors

Joseph P. Mazer

Joseph P. Mazer (PhD, Ohio University, 2010) is an Assistant Professor in the Department of Communication Studies at Clemson University.

S. Andrew Stowe

S. Andrew Stowe (MA, Clemson University, 2012) is a doctoral student in the Rhetorics, Communication, and Information Design PhD program at Clemson University.